小学英语沪教版（五四制）（2024）一年级上册（2024）Unit 1 Greetings精品教学设计

这是一份小学英语沪教版（五四制）（2024）一年级上册（2024）Unit 1 Greetings精品教学设计，共23页。教案主要包含了教材内容，教学目标，教学重难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
一、教材内容
本单元主要围绕“问候”这一主题展开，学生将学习如何用英语进行简单的问候、自我介绍以及道别。教材内容包括一些日常问候语，如“Hell.” “Hi.” “Gd mrning.” “Gd afternn.” “Gd evening.”等，以及相关的对话和情境练习。通过学习本单元，学生将初步掌握英语日常交流中的基本问候方式，为今后的英语学习打下基础。
二、教学目标
（一）知识目标
1. 学生能够听懂、会说、认读以下问候语：Hell. / Hi. / Gd mrning. / Gd afternn. / Gd evening.
2. 学生能够理解并运用句型“I'm...”进行自我介绍，如“I'm Li Ming.”。
3. 学生能够学会用“Gdbye.” “Bye.”进行道别。
（二）能力目标
1. 学生能够在实际情境中准确运用所学的问候语和自我介绍句型与他人进行交流，提高口语表达能力。
2. 通过听、说、读、写等多种活动，培养学生的语言综合运用能力，包括听力理解、口语表达、阅读理解和书写能力。
3. 引导学生积极参与课堂活动，培养学生的观察能力、思维能力和合作学习能力。
（三）情感目标
1. 培养学生学习英语的兴趣和积极性，让学生在轻松愉快的氛围中学习英语，敢于开口说英语。
2. 教育学生在日常生活中要礼貌待人，养成用英语问候的好习惯，增进与他人的交流和沟通。
三、教学重难点
（一）教学重点
1. 掌握常见的问候语和自我介绍句型的发音和用法，如Hell. / Hi. / Gd mrning. / Gd afternn. / Gd evening. / I'm...。
2. 能够在不同的时间和情境中正确运用相应的问候语进行交流。
（二）教学难点
1. 区分“Gd mrning.”“Gd afternn.”和“Gd evening.”的使用时间，并能准确运用。
2. 让学生理解并运用“I'm...”句型进行自我介绍，注意发音和语调的准确性。
四、教学准备
1. 多媒体课件，包含与问候语相关的图片、动画、音频和视频等资料。
2. 单词卡片、头饰（如Hell Kitty、Mickey Muse等）、时钟模型。
3. 奖励小贴纸、小奖品（如铅笔、橡皮等）。
五、教学过程
第一课时
1. Warming-up
1. Greetings
T: Hell, bys and girls. Nice t meet yu. I'm yur English teacher. Yu can call me Miss/Mr. [姓氏].
Ss: Hell, Miss/Mr. [姓氏]. Nice t meet yu, t.
设计意图：教师通过自我介绍与学生进行初次见面的问候，拉近师生距离，营造轻松和谐的课堂氛围，同时引出本节课的主题——问候。
2. Sing a sng
T: Nw, let's sing a sng tgether. “Hell Sng”.（播放歌曲视频，师生一起唱）
Hell, hell.
Hell, hw are yu?
I'm fine, I'm fine.
Thank yu, thank yu.
And yu? And yu?
I'm fine, t.
I'm fine, t.
Hell, hell.
Hell, hw are yu?
设计意图：通过唱英语歌曲，激发学生的学习兴趣，让学生在欢快的旋律中感受英语的氛围，同时复习“Hell.”和“Hw are yu?”等简单的问候语。
2. Presentatin
1. Learn the greetings
(1) Hell. / Hi.
T: Lk at the screen. What d yu see?（展示一张小朋友打招呼的图片，图片上小朋友说“Hell.”）
Ss: A by/girl is saying “Hell.”
T: Yes, this is “Hell”. It means “你好” in Chinese. Read after me, “Hell”.（教师示范发音，学生跟读）
T: Nw, let's practice. I say “Hell” t yu, and yu say “Hell” back t me. Hell!（教师向学生打招呼）
Ss: Hell!（学生回应）
T: Very gd. We can als use “Hi” t greet thers. It's mre infrmal.（展示“Hi.”的单词卡片）Read it, “Hi”.
Ss: Hi.
T: Let's practice “Hi” tgether. I say “Hi”, yu say “Hi”. Hi!（教师示范，学生跟读并练习）
设计意图：通过图片展示和教师示范，让学生直观地理解“Hell.”和“Hi.”的含义和用法，引导学生模仿发音并进行练习，加深记忆。
(2) Gd mrning. / Gd afternn. / Gd evening.
T: Lk at the clck mdel. It's 8 'clck in the mrning nw.（教师将时钟模型调整到早上8点）When we meet smene in the mrning, we can say “Gd mrning.”（教师示范发音，学生跟读）
Ss: Gd mrning.
T: Nw, it's 12 'clck at nn. But we still say “Gd mrning” befre 12 'clck. After 12 'clck, it's afternn. If it's 2 'clck in the afternn, what d we say?（教师将时钟模型调整到下午2点）
Ss: Gd afternn.
T: Right. Read after me, “Gd afternn.”（学生跟读）
T: Let's practice. I say “Gd afternn” t yu, and yu say it back t me. Gd afternn!（教师与学生互动练习）
Ss: Gd afternn!
T: Nw, it's 6 'clck in the evening.（教师将时钟模型调整到晚上6点）What d we say when we meet smene in the evening?
Ss: Gd evening.
T: Very gd. “Gd evening.”（教师示范发音，学生跟读并练习）
设计意图：利用时钟模型创设不同的时间情境，帮助学生理解“Gd mrning.”“Gd afternn.”和“Gd evening.”的使用时间，并通过反复练习让学生熟练掌握这些问候语的发音和用法。
2. Practice the greetings
(1) Pair wrk
The students wrk in pairs. One student hlds the clck mdel and sets it t a different time (mrning, afternn r evening), and the ther student greets accrdingly using the crrect greeting phrase. Then they switch rles.
S1: (sets the clck t 9 a.m.) It's 9 'clck in the mrning.
S2: Gd mrning.
S2: (sets the clck t 4 p.m.) It's 4 'clck in the afternn.
S1: Gd afternn.
...
设计意图：通过两两合作练习，让学生在实际操作中巩固所学的问候语，提高学生的语言运用能力和时间观念，同时培养学生的合作学习能力。
(2) Rle-play
Divide the students int grups f three. One student acts as A, ne as B and ne as C. They simulate a meeting scene in different times f the day. Fr example:
In the mrning, A meets B and C.
A: Gd mrning, B and C.
B: Gd mrning, A.
C: Gd mrning, A.
In the afternn, B meets A and C.
B: Gd afternn, A and C.
A: Gd afternn, B.
C: Gd afternn, B.
...
After the rle-plays, ask sme grups t perfrm in frnt f the class.
设计意图：让学生通过角色扮演的方式，在模拟的情境中运用问候语进行交流，增强学生的口语表达能力和情境适应能力，同时培养学生的表演能力和团队协作精神。
3. Text learning
1. Listen and watch
Open the multimedia curseware and play the vide f the dialgue in the textbk. The students listen and watch carefully, and try t understand the cntext.
Dialgue:
A: Hell, I'm Peter.
B: Hi, I'm Alice.
A: Gd mrning, Alice.
B: Gd mrning, Peter.
设计意图：让学生通过观看视频，初步感知教材中的对话内容，培养学生的听力和理解能力，为后续的学习做好铺垫。
2. Listen and repeat
Play the dialgue again sentence by sentence. The students listen and repeat, paying attentin t the prnunciatin, intnatin and rhythm.
T: Nw, listen and repeat after the vide. Pay attentin t the way they say it.
A: Hell, I'm Peter.
Ss: Hell, I'm Peter.
...
设计意图：通过逐句跟读，让学生模仿正确的发音和语调，提高学生的口语表达能力，加深学生对对话内容的理解和记忆。
3. Explain the text
T: Lk at the dialgue. When Peter meets Alice, he says “Hell, I'm Peter.” This is a way t intrduce himself. We can use “I'm...” t say ur names. And when it's mrning, they say “Gd mrning” t each ther. D yu understand?
Ss: Yes.
T: Nw, let's practice the dialgue in pairs. Yu can be Peter and Alice.
设计意图：对教材中的对话进行详细讲解，帮助学生理解对话的含义和重点句型的用法，引导学生进行模仿练习，使学生能够在实际情境中运用所学知识进行交流。
4. Practice
1. Grup activity: Greeting chain
The students stand in a circle. The first student says “Hell” r “Hi” t the secnd student and intrduces himself/herself, like “Hell, I'm [name]. Then the secnd student replies with the same greeting and intrduces himself/herself, and then greets the third student and s n. The chain cntinues until all the students have participated.
S1: Hell, I'm Tm. (t S2)
S2: Hi, Tm. I'm Lily. (t S3) Hell, I'm Lily.
S3: Hi, Lily. I'm David. (t S4) Hell, I'm David.
...
设计意图：通过问候链的活动，让每个学生都有机会参与到问候和自我介绍的练习中，提高学生的口语表达能力和自信心，同时增强学生之间的互动和交流。
2. Game: Magic bx
Prepare a bx with sme name cards and greeting phrases written n them. Each student takes turns t pick a card frm the bx. If the card has a name, the student needs t intrduce himself/herself using “I'm...”. If the card has a greeting phrase, the student needs t say the greeting t the class.
Fr example:
S1 picks a card with “Amy” n it.
S1: I'm Amy.
S2 picks a card with “Gd afternn.” n it.
S2: Gd afternn, everyne.
...
设计意图：利用魔法盒游戏增加学习的趣味性，让学生在游戏中巩固所学的问候语和自我介绍句型，提高学生的学习积极性和参与度。
5. Summary
1. Review the greetings
T: What have we learned tday? Let's review tgether. We learned sme greetings, like “Hell.” “Hi.” “Gd mrning.” “Gd afternn.” “Gd evening.” And we als learned hw t intrduce urselves using “I'm...”.
Ss: Yes.
T: Let's say them again.
Ss: Hell. Hi. Gd mrning. Gd afternn. Gd evening. I'm...
设计意图：与学生一起回顾本节课所学的重点内容，包括问候语和自我介绍句型，帮助学生梳理知识框架，加深对所学知识的记忆。
2. Emphasize the imprtance f greeting
T: Greetings are very imprtant in ur daily life. When we meet peple, we shuld say hell and be plite. It can make thers feel happy and friendly. S, remember t use these greetings in yur daily life.
设计意图：对学生进行情感教育，强调问候在日常生活中的重要性，培养学生的礼貌意识和人际交往能力，引导学生将所学知识运用到实际生活中。
6. Hmewrk
1. Listen t the dialgue in the textbk and repeat it three times.
设计意图：通过听读作业，巩固学生的听力和口语表达能力，让学生熟悉教材中的对话内容和语音语调。
2. Use the greetings and “I'm...” t intrduce yurself t yur family members r friends at least three times.
设计意图：让学生将所学知识运用到实际生活中，与家人或朋友进行交流，增强学生的语言运用能力和自信心，同时加深学生对所学知识的记忆。
第二课时
1. Revisin
1. Greetings game
Play a game called “Greeting Relay”. Divide the students int tw teams. The first student in each team says a greeting (such as “Hell.” “Gd mrning.” etc.) t the ppsite team's first student and then quickly sits dwn. The secnd student in the ppsite team replies with the crrespnding greeting and then says a new greeting t the first team's secnd student, and s n. The team that finishes the relay first and makes the fewest mistakes wins.
Fr example:
Team A S1: Hell! (t Team B S1)
Team B S1: Hi! (t Team A S2) Gd mrning!
Team A S2: Gd mrning! (t Team B S2) Gd afternn!
...
设计意图：通过问候接力游戏，复习上节课所学的问候语，激发学生的学习兴趣和竞争意识，提高学生的反应能力和口语表达能力，同时巩固学生对不同问候语的运用。
2. Rle-play review
Ask sme pairs f students t cme t the frnt and rle-play the dialgue they learned in the last class. They can use their wn names t intrduce themselves and greet each ther.
S1: Hell, I'm [name1].
S2: Hi, I'm [name2]. Gd mrning, [name1].
S1: Gd mrning, [name2].
...
After the rle-plays, ask the ther students t cmment n their perfrmances and crrect any mistakes if necessary.
设计意图：让学生进行角色扮演复习，检查学生对对话内容的掌握情况，同时培养学生的口语表达能力和表演能力，让学生在实际情境中运用所学知识进行交流，增强学生的自信心。
2. Presentatin
1. Learn t say “Gdbye.” and “Bye.”
T: Nw, we have met and greeted each ther. But when we need t leave, what shuld we say? Lk at the screen.（展示一张小朋友挥手道别的图片，图片上小朋友说“Gdbye.”）This is “Gdbye.” It means “再见” in Chinese. Read after me, “Gdbye.”（教师示范发音，学生跟读）
T: We can als say “Bye.” It's a mre casual way t say gdbye.（展示“Bye.”的单词卡片）Read it, “Bye.”
Ss: Bye.
T: Let's practice. I say “Gdbye” r “Bye” t yu, and yu say it back t me. Gdbye!（教师向学生道别）
Ss: Gdbye!
T: Bye!（教师再次示范）
Ss: Bye!
设计意图：通过图片展示和教师示范，让学生学习道别时常用的表达“Gdbye.”和“Bye.”，引导学生理解其含义和用法，并进行模仿练习，加深记忆。
2. Practice saying gdbye
(1) Pair wrk
The students wrk in pairs. They practice saying gdbye t each ther using “Gdbye.” and “Bye.” Fr example, ne student says “I have t g nw. Gdbye.” and the ther student replies “Gdbye. See yu later.” Then they switch rles.
S1: I need t leave. Bye.
S2: Bye. Have a nice day.
...
设计意图：通过两两合作练习，让学生在实际情境中运用“Gdbye.”和“Bye.”进行道别，提高学生的语言运用能力和交际能力，同时培养学生的合作学习能力。
(2) Situatinal practice
Create sme situatins where students need t say gdbye, such as leaving the classrm, finishing a game, r saying gdbye t a friend after schl. Ask the students t act ut the situatins and use the apprpriate gdbye expressins.
Fr example:
T: Nw, it's the end f the class. Yu need t leave the classrm. What d yu say?
Ss: Gdbye, Miss/Mr. [姓氏].
T: Gdbye, bys and girls. See yu next time.
Or
T: Yu have finished playing a game with yur classmates. It's time t g hme. What d yu say?
S1: Bye, everyne. It was fun.
S2: Bye. See yu tmrrw.
...
设计意图：创设不同的道别情境，让学生在真实的情境中练习使用道别语，增强学生的语言运用能力和情境适应能力，培养学生的实际交际能力。
3. Text extensin
1. Listen and watch a new dialgue
Shw a new dialgue n the multimedia curseware. The dialgue is abut tw students meeting in the park in the afternn and then saying gdbye when they leave.
Dialgue:
C: Hell, I'm Lucy.
D: Hi, I'm Jack. Gd afternn, Lucy.
C: Gd afternn, Jack. It's a nice day.
D: Yes, it is. Well, I have t g nw. Gdbye, Lucy.
C: Gdbye, Jack. See yu later.
Play the vide and let the students listen and watch carefully.
设计意图：通过展示新的对话，拓展学生的学习内容，让学生在不同的情境中感受问候语和道别语的运用，培养学生的听力和理解能力。
2. Discuss and act ut
After watching the dialgue, ask the students t discuss in pairs what they have learned frm the dialgue and then act it ut. Encurage them t add sme f their wn wrds and actins t make the dialgue mre vivid.
S1: We learned hw t greet in the afternn and say gdbye when leaving.
S2: Yes, and we can als talk abut the weather like they did.
Then they act ut the dialgue:
S1: Hell, I'm [name1].
S2: Hi, I'm [name2]. Gd afternn, [name1].
S1: Gd afternn, [name2]. It's a beautiful day.
S2: Yeah. I need t g hme nw.
S2: Bye, [name1]. See yu tmrrw.
S1: Bye. Have a gd evening.
设计意图：让学生通过讨论和表演新对话，进一步理解和掌握问候语和道别语在实际情境中的运用，培养学生的口语表达能力、合作学习能力和创新思维能力，同时引导学生关注对话中的细节，如谈论天气等，丰富学生的语言表达内容。
3. Create yur wn dialgue
Ask the students t wrk in grups f fur t create a new dialgue using the greetings and gdbye expressins they have learned. The dialgue shuld take place in a different situatin, such as at a party, in a supermarket, r n the playgrund. They need t write dwn their dialgues first and then practice acting them ut.
Fr example:
Grup 1's dialgue (at a party):
E: Hell, I'm Emma.
F: Hi, I'm Frank. Nice t see yu at the party.
E: Nice t see yu t. Gd evening, Frank.
F: Gd evening, Emma. Have a great time.
(After a while...)
E: I have t g nw. Gdbye, Frank.
F: Gdbye, Emma. See yu next time.
After the grups have finished creating and practicing their dialgues, ask sme grups t perfrm in frnt f the class and let the ther students listen and evaluate.
设计意图：通过小组合作创作对话，培养学生的创造力和综合语言运用能力，让学生在自主创作的过程中，灵活运用所学的问候语、道别语以及其他相关词汇和句型，同时提高学生的团队协作能力和书面表达能力。表演环节可以让学生展示自己的学习成果，增强学生的自信心和学习兴趣。
4. Practice and cnslidatin
1. Listen and chse
Play an audi recrding that cntains different greetings and gdbye expressins at different times and in different situatins. The students listen carefully and chse the crrect respnse frm the ptins given n the screen r n their wrksheets.
Fr example:
Audi: It's 8 a.m. and yu meet yur friend n the way t schl. What d yu say?
Optins: A. Gd afternn. B. Gd mrning. C. Gd evening.
Ss: B. Gd mrning.
Audi: Yu are playing with yur classmates and it's time t g hme. What d yu say?
Optins: A. Hell. B. Bye. C. Gd night.
Ss: B. Bye.
...
After each questin, explain the answer and reinfrce the crrect usage f the greetings and gdbye expressins.
设计意图：通过听力选择练习，考查学生对不同问候语和道别语的理解和运用能力，让学生在听力训练中进一步巩固所学知识，同时培养学生的听力技巧和语感。及时的讲解和反馈可以帮助学生纠正错误，加深对知识点的理解。
2. Fill in the blanks
Shw sme sentences n the screen with missing greetings r gdbye expressins. The students need t fill in the blanks with the crrect wrds.
Fr example:
(1) Hell, I'm Tm. ______, I'm Jerry.
(2) It's 3 p.m. We meet in the classrm. We say “______”.
(3) I have t leave nw. ______, everyne.
...
Ask the students t write their answers n the whitebard r n their ntebks and then check the answers tgether.
设计意图：利用填空练习，让学生在具体的语境中运用所学的问候语和道别语，强化学生对词汇和句型的记忆和理解，提高学生的语言运用准确性和书写能力。
3. Rle-play cmpetitin
Divide the students int several grups. Each grup is given a situatin card that describes a specific scenari where greetings and gdbyes are used. The grups need t prepare a shrt rle-play based n the situatin within a limited time. Then, each grup perfrms their rle-play in frnt f the class. The ther grups can vte fr the best perfrmance based n the students' prnunciatin, fluency, creativity and the apprpriate use f greetings and gdbye expressins.
Fr example:
Situatin card 1: Yu are visiting a freign friend's huse. When yu arrive, yu greet them and intrduce yurself. When yu leave, yu say gdbye plitely.
Situatin card 2: Yu meet yur classmates in the library in the mrning. Yu greet each ther and have a shrt cnversatin. Then yu need t g t different sectins f the library and say gdbye.
...
After the cmpetitin, give awards r small prizes t the winning grups t encurage their effrts and excellent perfrmance.
设计意图：通过角色扮演竞赛活动，激发学生的学习积极性和竞争意识，让学生在充满乐趣和挑战的氛围中巩固所学知识，提高学生的口语表达能力、表演能力和团队协作能力。同时，投票环节可以培养学生的评价能力和欣赏他人的意识。
5. Summary
1. Review the key pints
T: Tday, we have learned mre abut greetings and gdbyes. We learned hw t say “Gdbye.” and “Bye.” We als practiced using greetings and gdbyes in different situatins and created ur wn dialgues. Can yu remember what we learned?
Ss: Yes.
T: Let's review the greetings and gdbye expressins tgether.
Ss: Hell. Hi. Gd mrning. Gd afternn. Gd evening. Gdbye. Bye.
T: Very gd. And we als learned t use “I'm...” t intrduce urselves.
Ss: I'm [name].
设计意图：与学生一起回顾本节课所学的重点内容，包括新学的道别语以及问候语在不同情境中的运用和对话创作等，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对本单元的知识有一个全面的掌握。
2. Encurage students
T: Yu have all dne a great jb tday. Keep practicing these greetings and gdbyes in yur daily life. It will help yu cmmunicate better with thers in English. Remember, using English is fun and it can bring yu clser t the wrld. I'm prud f yu all.
设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性，激发学生继续学习英语的兴趣和热情。同时，强调将英语学习运用到日常生活中的重要性，培养学生的语言运用习惯和跨文化交际意识。
6. Hmewrk
1. Make a greeting card fr ne f yur friends r family members. Write a greeting message n the card using the English greetings and gdbye expressins we learned in this unit. Yu can als draw sme pictures r decrate the card t make it mre beautiful.
设计意图：通过制作问候贺卡的作业，让学生将所学的英语问候语和道别语运用到实际生活中，培养学生的动手能力和创造力，同时增进学生与他人之间的感情。学生在制作贺卡的过程中，能够更加深刻地体会到英语在日常生活中的实用性和趣味性。
2. Recrd a shrt vide f yurself greeting and saying gdbye t smene in English. Yu can chse a different situatin each day, such as greeting yur parents in the mrning, saying gdbye t yur classmates after schl, r greeting a neighbr when yu meet them. Send the vide t the class grup chat r share it with yur classmates in the next class.
设计意图：布置录制视频的作业，让学生在实际情境中运用英语进行问候和道别，锻炼学生的口语表达能力和自信心。同时，通过分享视频，学生可以互相学习和借鉴，营造良好的英语学习氛围，提高学生的学习积极性和参与度。此外，这种作业形式也符合现代信息技术在教学中的应用趋势，能够激发学生的学习兴趣和创新思维。
六、板书设计
Unit1 Greetings
1. Greetings:
Hell. / Hi.
Gd mrning.
Gd afternn.
Gd evening.
2. Intrductins:
I'm...
3. Gdbyes:
Gdbye.
Bye.
设计意图：板书设计简洁明了，将本单元的重点内容——问候语、自我介绍和道别语分别列出，使学生能够清晰地看到本节课的核心知识点。这样的设计有助于学生在课堂上随时参考和记忆，同时也为教师的教学提供了清晰的脉络和框架，方便教师在讲解过程中进行引导和强调。通过在黑板上的呈现，能够强化学生对这些重要语言表达方式的认知和理解，为学生的语言学习提供有力的支持。